Abstract:

Educational practices in science and mathematics must remain current with the ever-changing, technology-rich world. Teachers today face the challenge of designing learning opportunities that not only present basic science content, but also incorporate inquiry-based learning (IBL) scenarios that engage students in mathematics and engineering practices and encourage higher-level thinking. Now more than ever, teachers of young students (aged 5-10 years) need access to readily available, low-cost technologies and instructional resources that support their efforts to provide interdisciplinary instruction in the elementary grades. One such resource—universally accessible to all—is the human body and its interaction with its environment. As a readily available manipulative, the human body can be leveraged to help elementary students develop awareness of and competencies foundational to understanding abstract science concepts.

Contrary to ineffective, didactic techniques for delivering science content, all children should have meaningful experiences with devising claims, collecting evidence, and articulating their reasons and arguments. Ultimately, the goal is for young people to raise questions directly connected with core ideas and use science and engineering practices. For this to happen, teachers must possess a professional knowledge base that includes context-specific content knowledge and skills to incorporate IBL into elementary classrooms.

Elementary teachers often report limited preparation in content and pedagogical content knowledge to develop an expertise and teach science efficiently. Furthermore, many are not well trained in the types of IBL strategies that are known to be effective in engaging diverse student populations in STEM learning. Despite calls and reforms to improve science teaching in elementary classroom, preparedness continues to be dominating barrier. One response is to support teachers through professional development training that is content-rich and exposure to open-ended learning through inquiry.

With this in mind, this qualitative case study examines the perceptions of elementary teachers on biomechanics as a vehicle for teaching inquiry based STEM. Nineteen teachers enrolled in a three-week training designed to introduce elementary teachers to biomechanics, the study of the body in motion; help them develop inquiry-based biomechanics lessons; and enhance their implementation of interdisciplinary, culturally responsive, and technology-enhanced STEM education. Teachers acknowledge the importance of incorporating interdisciplinary approaches to learning science and mathematics, yet face a variety of barriers. Challenges include limited access to materials or technology, adhering to mandated district/school curriculum, and their own implicit biases of student capabilities in science and mathematics. The professional development deepened their science content knowledge which impacted their professional knowledge base. These findings brings to light how biomechanics can serve as a foundational and accessible context for inquiry-based teaching and learning of abstract STEM concepts.

Keywords:

Elementary Education, Science and Math Education, Curriculum, Pedagogy, Inquiry-Based Learning, Technology.